Impact Of The Common Core State Standards On The Instructional

of students being tested on grade level literacy standards are non-proficient. Research suggests that students, who are unable to read proficiently by third grade, are not predicted to ever learn to read or have successful lives when they reach adulthood (Martinez, 2008). For these reasons, it is important that districts implement literacy models and instructional reforms that have been well researched and shown to be successful. The instructional reform method of Balanced Literacy is being used

Administrations, such as the Race to the Top and No Child Left Behind, have placed significant focus, in not only attention and scrutiny, but also in resources, on the advancement of educational attainment levels across the nation. The push for common educational standards has reinvigorated the interest of the general public in education in a way that has been unparalleled in recent history. This is an era for unprecedented reorganization, reform and, optimistically, advancement for American public education

Common Core State Standards and Its Impact on Curriculum Introduction Common Core State Standards (CCSS) is a voluntary state led initiative that looks to establish clear expectations for learning in grades kindergarten through twelfth that are standard from state to state. The purpose of the standards is to make certain that there is uniformity in student proficiency and high school graduates have the know-how and ability needed for college and a competitive workforce in the twenty-first century

Overview of Standards-Based Education Reform and the Common Core In 1983, President Reagan’s National Commission on Education released a landmark report on educational reform. A Nation at Risk: The Imperative for Educational Reform. It had been widely believed that America had lost its position as the world’s leader in commerce, industry, science, and technological innovation. And that this was due to the fact that the educational foundations of our society were being eroded by a rising tide of mediocrity

transition from the old state wide assessments to the new Common Core State Standards. The collaboration time has been focused on curriculum review and instruction to ensure their students will be prepared for common core assessments. Collaboration time is also used to focus on critical reflection and goal setting. They are making critical decisions on what to “let go” and what instructional strategies are no longer effective in ensuring students will meet the proficiency standards. Another outcome of

According to the Medford School District 549C, an instructional coach is defined as a teacher who has both content and instructional expertise particularly in reading, writing, and/or math. The Instructional Coach focuses on enhancing teacher ability to provide instruction that (1) builds student understanding and skills, (2) is academically rigorous, (3) addresses the curriculum standards and frameworks, and (4) enhances student sense of engagement in and ownership of learning (Medford 2008). When

emerged. In San Francisco Unified School District, central administrative teams began a transition phase starting as early as four to five years ago when Common Core State Standards were introduced to low performing schools. As the Instructional Reform Facilitator during that time, it was exciting because new and more robust learning/content standards also required a change in our approach to instruction and assessment. This was the lever in my mind that this could help close the achievement gap. However

the role of a principal and I am questioning the support of the Common Core State Standards (CCSS) within my school environment. Based on the information in Issues in K-12 Education Case Study Document 5, there are numerous issues concerning CCSS that a principal must consider for their school to be successful. These issues include: federal jurisdiction over curricula, the time allotted for implementation of federal standards, the impact of test results on professional development and teacher evaluations

2015SP1-HDV-284334-02 Audrey Auriemma Empire State College 04/26/15 When considering a career in education, one must be prepared for the hard work and many challenging demands teachers face on a daily basis, overcrowded classrooms, budget cuts, administrative, district, city, and state demands as well as, parental demands, homework, inadequate working conditions and insufficient supplies, the requirements of “No Child Left Behind”, common core standards, and standardized testing. According

According to the Common Core State Standards Initiative, their curriculum “provide[s] clear and consistent learning goals to help prepare students for college, career and life” (“Preparing America’s Students for Success”). However, Kim Burke, who owns a tutoring company in North Carolina, states, “‘There’s not a person alive who can read Common Core from page to page and understand it’” (Bonner). The Common Core State Standards are supposed to be clear and understandable, but teachers, students and